William W. Woodbridge originally wrote That Something as a means of bringing success and "performing miracles" in the lives of many men and women, and it became one of his most popular titles.

William Woodbridge's life-changing short stories gained widespread recognition from many of the prominent leaders and dignitaries of his time. Thomas Edison remarked, "I have read That Something. It tells the whole story." And Emerson Harrington said, "It is a message that ought to go out to all men everywhere."

Paul J. Meyer, the author and pioneer of the self-improvement industry whose programs have sold more than two billion dollars worldwide, attributes much of his success to his ability to harness William Woodbridge's That Something and make it work for him.

That Something is real power as truly as the electric current. It is the power of the inner being, the fuel of the soul machine. It is the one thing necessary.

The success of people everywhere depends alone on awakening That

This volume examines the forces and factors that shape the global competitive environment for small firms, and identifies representative case examples of successful and unsuccessful responses to competition from around the world. Additionally this book addresses academic, policy, and business practice issues vis-a-vis small enterprise survival. The introduction to the volume lays out the principal, overarching argument that the challenge to, and responses by, small firms in the era of globalization can best be addressed and understood through taking a holistic approach - one in which political and economic, macro and micro, industry-level and firm-level interact symbiotically.

This book addresses the vexed status of literary value. Unlike other approaches, it pursues neither an apologetic thesis about literature's defining values nor, conversely, a demystifying account of those values' ideological uses. Instead, arguing that the category of literary value is inescapable, it focuses pragmatically on everyday scholarly and pedagogical activities, proposing how we may reconcile that category's inevitability with our understandable wariness of its uncertainties and complicities. Toward these ends, it offers a preliminary theory of literary valuing and explores the problem of literary value in respect to the literary edition, canonicity and interpretation. Much of this exploration occurs within Chaucer studies, which, because of Chaucer's simultaneous canonicity and marginality, provides fertile ground for thinking through the problem's challenges. Using this subfield as a synecdoche, the book seeks to forge a viable rationale for literary studies generally. -- .

Issues related to gender and sexual diversity in schools can generate a lot of controversy, with many educators and youth advocates under-prepared to address these topics in their school communities. This text offers an easy-to-read introduction to the subject, providing readers with definitions and research evidence, as well as the historical context for understanding the roots of bias in schools related to sex, gender, and sexuality. Additionally, the book offers tangible resources and advice on how to create more equitable learning environments. Topics such as working with same-sex parented families in elementary schools; integrating gender and sexual diversity topics into the curriculum; addressing homophobic bullying and sexual harassment; advising gay-straight alliances; and supporting a transgender or gender non-conforming student are addressed. The suggestions offered by this book are based on recent research evidence and legal decisions to help educators handle the various situations professionally and from an ethical and legally defensible perspective.

Through his work as a literary biographer, Jeffrey Meyers met Murdoch in 1978. Over the next 17 years the two continued to correspond, completing an interview for the Paris Review "Writers at Work" series and becoming friends. In her letters, published for the first time in this volume, Murdoch discusses literature; her unprovoked quarrel with Rebecca West; production of her play The Black Prince; her political views; and her laments at the difficulty writing at the onset of Alzheimer's. This book also includes a memoir of Iris, two interviews with her (with important deleted passages), and a discussion of memoirs by A. N. Wilson and John Bayley. This lively and interesting book, which makes a significant contribution to our understanding of a major modern novelist, will be warmly welcomed by both scholars and readers.

A spectacular variety of life flourishes between the ebb and flow of high and low tide. Anemones talk to each other through chemical signaling, clingfish grip rocks and resist the surging tide, and bioluminescent dinoflagellates-single-celled algae-light up disturbances in the shallow water like glowing fingerprints. This guidebook helps readers uncover the hidden workings of the natural world of the shoreline. Richly illustrated and accessibly written, Between the Tides in Washington and Oregon illuminates the scientific forces that shape the diversity of life at each beach and tidepool-perfect for beachgoers who want to know why. Features include * profiles of popular and off-the-beaten-track sites to visit along the Greater Salish Sea, Puget Sound, and Washington and Oregon coasts * the fascinating stories behind both common and less familiar species * a lively introduction to how coastal ecosystems work and why no two beaches are ever alike

Supporting Transgender and Gender-Creative Youth brings together cutting-edge research, social action methods, and theory on the topic of transgender youth and gender creative kids. The chapters included specifically address issues in education, social work, medicine, and counseling as well as challenges and recommendations for families and parents. It is well researched and accessible to a broad audience of individuals invested in improving the social worlds of gender diverse children and youth.

As Steven Meyers writes, an odyssey need not involve a long journey, simply a profound one. First drawn to Lime Creek for its fly fishing, this stream serves as Meyers’s muse in seven transcendent essays that explore journeys in the discovery of self, of home, and what it means to be human. The essays also explore loss and grief, of finding healing in the powerful presence of nature and in the awareness and experience of natural cycles. The tender eloquence of his writing and his compassion for all living things make for a contemplation of place in the tradition of Pilgrim at Tinker Creek and Desert Solitaire.

With passion, clarity, and rich examples, Reclaiming Writing is dedicated to reawakening the journeys that writers take as they make sense of, think about, and speak back to their worlds in this era of high-stakes testing and mandated curricula. Classrooms and out-of-school settings are described and analyzed in exciting and groundbreaking narratives that provide insights into the many possibilities for writing that support writers' searches for voice, identity, and agency. Offering pedagogical strategies and the knowledge base in which they are grounded, the book looks at writing within various areas of the curriculum and across modes of writing from traditional text-based forums to digital formats. Thematically based sections present the pillars of the volume's critical transactive theory: learning, teaching, curriculum, language, and sociocultural contexts. Each chapter is complemented by an extension that offers application possibilities for teachers in various settings. Reclaiming Writing emphasizes literacy as a vehicle for exploring, interrogating, challenging, finding self, talking back to power, creating a space in the world, reflecting upon the past, and thinking forward to a more joyful and democratic future.

With passion, clarity, and rich examples, Reclaiming Writing is dedicated to reawakening the journeys that writers take as they make sense of, think about, and speak back to their worlds in this era of high-stakes testing and mandated curricula. Classrooms and out-of-school settings are described and analyzed in exciting and groundbreaking narratives that provide insights into the many possibilities for writing that support writers' searches for voice, identity, and agency. Offering pedagogical strategies and the knowledge base in which they are grounded, the book looks at writing within various areas of the curriculum and across modes of writing from traditional text-based forums to digital formats. Thematically based sections present the pillars of the volume's critical transactive theory: learning, teaching, curriculum, language, and sociocultural contexts. Each chapter is complemented by an extension that offers application possibilities for teachers in various settings. Reclaiming Writing emphasizes literacy as a vehicle for exploring, interrogating, challenging, finding self, talking back to power, creating a space in the world, reflecting upon the past, and thinking forward to a more joyful and democratic future.

Inviting teachers back to the role of reflective advocates for thoughtful reading instruction, this book presents theory and pedagogical possibilities to reclaim and build upon the knowledge base that was growing when government mandates, scripted commercial programs, and high stakes tests took over as the dominant agenda for reading instruction in U.S. public schools. Focusing on literacy learners and their teachers lives as literate souls, it examines how the teaching of reading can be reclaimed via an intensive reconsideration of five pillars as central to the teaching and learning of reading: learning, teaching, curriculum, language, and sociocultural contexts.

Reclaiming Reading articulates the knowledge base that was marginalized or disrupted by legislated and policy intrusions into classrooms and provides practical examples for taking good reading instruction out of the cracks and moving it back to the center of the classroom. Explaining what happens in readers minds as they read and how teachers can design practices to support that process, this book encourages teachers to initiate pedagogy that will help them begin or return to the stance of reflective, knowledgeable, professional decision-makers.

Inviting teachers back to the role of reflective advocates for thoughtful reading instruction, this book presents theory and pedagogical possibilities to reclaim and build upon the knowledge base that was growing when government mandates, scripted commercial programs, and high stakes tests took over as the dominant agenda for reading instruction in U.S. public schools. Focusing on literacy learners? and their teachers? lives as literate souls, it examines how the teaching of reading can be reclaimed via an intensive reconsideration of five pillars as central to the teaching and learning of reading: learning, teaching, curriculum, language, and sociocultural contexts.

Reclaiming Reading articulates the knowledge base that was marginalized or disrupted by legislated and policy intrusions into classrooms and provides practical examples for taking good reading instruction out of the cracks and moving it back to the center of the classroom. Explaining what happens in readers? minds as they read and how teachers can design practices to support that process, this book encourages teachers to initiate pedagogy that will help them begin or return to the stance of reflective, knowledgeable, professional decision-makers.

This book chronicles 5th and 6th grade writers - children of gang members, drug users, poor people, and non-documented and documented immigrants - in a rural school in the southwest US coming into their voices, cultivating those voices, and using those voices in a variety of venues, beginning with the classroom community and spreading outward.

At the heart of this book is the cultivation of tension between official and unofficial portraits of these students. Official portraits are composed of demographic data, socioeconomic data, and test results. Unofficial counterportraits offer different views of children, schools, and communities. The big ideas of official and unofficial portraits are presented, then each chapter offers data (the children's and teachers' processes and products) and facets of the theoretical construct of counterportraits, as a response to official portraits. The counterportraits are built slowly in order to base them in evidence and to articulate their complexity.

Many teachers and soon-to-be teachers facing the dilemmas and complexities of teaching in diverse classrooms have serious questions about how to honor students' lives outside of school, making school more relevant. This book offers evidence to present to the public, legislators, and the press as a way of talking back to official portraits, demonstrating that officially failing schools are not really failing - evidence that is crucial for the survival of public schools.

"What are the implications of teaching phonics via a systematic direct intense program that mandates all children to experience the same scripted lesson at the same time?"
This book addresses the question through an in-depth play-by-play description of a phonics lesson as it occurred in a real classroom, followed by chapters that look at it from different angles by "zooming in" on one facet to analyze it closely:
*Reading. What is reading? What definition of reading is presented (implicitly) in the phonics lesson? What do competing definitions from the reading research literature say about how important phonics rules are and how they are used by readers and teachers of reading?
*Teacher knowledge. What is the role and the place of teacher knowledge as it relates to the lesson? What are the skills a teacher has and needs to use in a lesson that is completely scripted ?
*The children. What are their roles and positions during the lesson? What are they learning?
*Curriculum. Where does the phonics curriculum come from? Curriculum in general? Who does it serve and how? What is its purpose?
* Culture. What is the role of culture in the lesson? How do cultural differences and culturally relevant pedagogy relate to the scripted phonics lesson?
*Politics and ideology. Why and how is everything that happens in schools political? How are scripted lessons and resistance to them, forms of political action?
*Teacher professionalism. How can teachers act in order to maintain academic freedom expressed as professional decision making in classrooms?
The author of this book is not neutral. He presents the difficulties a teacher encounters in implementing mandated systematic, direct, intense phonics instruction and children who are confused and frustrated by it. But at the same time he constantly presents hope in the form of smart teachers, curious children, and possibilities for taking action that can lead to change. His direct, accessible writing style stimulates thought and discussion.

"What are the implications of teaching phonics via a systematic direct intense program that mandates all children to experience the same scripted lesson at the same time?"
This book addresses the question through an in-depth play-by-play description of a phonics lesson as it occurred in a real classroom, followed by chapters that look at it from different angles by zooming in on one facet to analyze it closely:
*Reading. What is reading? What definition of reading is presented (implicitly) in the phonics lesson? What do competing definitions from the reading research literature say about how important phonics rules are and how they are used by readers and teachers of reading?
*Teacher knowledge. What is the role and the place of teacher knowledge as it relates to the lesson? What are the skills a teacher has and needs to use in a lesson that is completely scripted ?
*The children. What are their roles and positions during the lesson? What are they learning?
*Curriculum. Where does the phonics curriculum come from? Curriculum in general? Who does it serve and how? What is its purpose?
* Culture. What is the role of culture in the lesson? How do cultural differences and culturally relevant pedagogy relate to the scripted phonics lesson?
*Politics and ideology. Why and how is everything that happens in schools political? How are scripted lessons and resistance to them, forms of political action?
*Teacher professionalism. How can teachers act in order to maintain academic freedom expressed as professional decision making in classrooms?
The author of this book is not neutral. He presents the difficulties a teacher encounters in implementing mandated systematic, direct, intense phonics instruction and children who are confused and frustrated by it. But at the same time he constantly presents hope in the form of smart teachers, curious children, and possibilities for taking action that can lead to change. His direct, accessible writing style stimulates thought and discussion.

There has been a flurry of writing about teachers as inquirers and researchers as well as books about children as inquirers. This volume brings these two areas together -- teachers and students are inquiring at Ridgeway Elementary School. It demonstrates the importance of thought collectives as forums for student and teacher learning. The children in the primary classrooms in this book are working to understand the world around them and their place in it as literate individuals. Their teachers are studying themselves and the students. No other book describes the way this work affects children, teachers, and the ethos of the school in which the work occurs. In that sense, this book is groundbreaking in that it is an honest portrayal of the joys and sorrows, the successes and the stumbling blocks, the clear vision, and the obfuscating that teachers live as they enact a life of asking questions, being curious, wandering, and wondering.
Acknowledging and honoring the many faces of inquiry in schools, this book demonstrates the children's inquiry, their teachers' inquiry, and the place of that inquiry in schools. It lays out the ways in which inquiry is fundamental to teaching and learning in a democracy in which all of the members of the community have a voice in deciding curricular directions and ways of presenting learning. Teachers are presented as thinkers and learners, not merely as technicians enacting others' views of what is to be learned and when. Readers will find teachers dealing with the real issues of life in schools; they will see how teachers can use their existing situations as points of departure for their growth and their students' learning.

"Stories from the Heart" is for, by, and about prospective and practicing teachers understanding themselves as curious and literate beings, making connections with colleagues, and researching their own literacy and the literacy lives of their students. It demonstrates the power and importance of story in our own lives as literate individuals. Readers are encouraged to: tell, write, or re-create the stories of their literacy lives in order to understand how they learn and teach; begin the journey into writing the stories of others' literacy lives; find support in their researching endeavors; and examine the idea of framing stories by using the work of other teachers and researchers.

Essays studying the relationship between literariness and form in medieval texts. The twenty-first century has witnessed the re-emergence of various kinds of literary formalism, and one project that characterizes most of these diverse formalisms is the effort to distinguish what is precisely literary about their objects of study. The presumed relation between form and the literary that this project presupposes, however, raises questions that still need to be addressed. What is it about form that produces the category of the literary? What precisely is literary about literary form? Can the literary be defined beyond form? This volume explores these questions in the historical and geographical frame of late medieval Britain, across vaunted literary works such as the Franklin's Tale, Sir Gawain and the Green Knight, and the Towneley Shepherds' Plays, and presumed "non-literary" texts, such as books of hours. By studying texts from a period long priorto literary formalism - indeed, before any fully articulated theory of the literary - the essays gathered here aim to rethink the relationship between form and the literary. Robert J. Meyer-Lee is Margaret W. PepperdeneDistinguished Scholar-in-Residence at Agnes Scott College; Catherine Sanok is an Associate Professor of English and Women's Studies at the University of Michigan. Contributors: Anke Bernau, Jessica Brantley, Seeta Chaganti, Shannon Gayk, Kathryn Kerby-Fulton, Andrew Klein, Robert J. Meyer-Lee, Ingrid Nelson, Maura Nolan, Sarah Elliott Novacich, Catherine Sanok, Emily Steiner, Claire M. Waters.